Exploring Sustainability-Oriented Reasoning Through SDG-Oriented Argumentative Writing: Evidence from a Teacher Education

Higher education institutions are increasingly expected to contribute to achieving the United Nations Sustainable Development Goals (SDGs) by equipping students with the competencies needed to address complex sustainability challenges. Among these competencies, critical thinking, perspective-taking, evidence-based reasoning, and informed decision-making are considered essential for education for sustainable development. However, limited research has examined how SDG-oriented instructional approaches can foster sustainability-oriented reasoning through argumentative engagement within teacher education. This study investigated the implementation of an SDG-oriented argumentative writing course designed for pre-service teachers. Using a scholarship of teaching and learning approach, this study examined participants’ learning readiness, argumentative performance, and perceived learning outcomes. Data were collected from 16 pre-service teachers through learning readiness questionnaires, argumentative writing tasks, Toulmin-based text analysis, self-assessment questionnaires, and reflective feedback. Descriptive statistics indicated a moderate-to-high level of learning readiness before instruction (M = 4.38) and highly positive perceived learning outcomes after the course (M = 4.61). Qualitative findings further indicated that SDG-related issues provided meaningful contexts for engaging pre-service teachers in critical reflection, perspective integration, and sustainability-oriented reasoning. Participants’ written work showed evidence of structured argumentation, particularly in claim construction and reason development, whereas evidence integration and rebuttal construction remained challenging higher-order dimensions of sustainability-oriented reasoning. Self-assessment data further revealed increased awareness of issue analysis, argumentation strategies, and the social relevance of sustainability-related topics. This study contributes to the growing literature on sustainability in higher education by illustrating how SDG-oriented argumentative writing may support sustainability-oriented reasoning within a teacher education course. The findings provide context-specific insights into how argumentative engagement can encourage evidence-based reasoning, perspective integration, and reflective judgment when addressing sustainability-related issues. Implications are discussed for curriculum innovation, education for sustainable development, and the design of instructional scaffolds that support sustainability-oriented reasoning in teacher education.